Coverage of heritage and archeology in formal education is typically limited. These subjects are typically taught through specific and anecdotal activities that do not respond to a specific methodological foundation. School-museum relationships offer numerous benefits for design participation experiences with long-term perspectives in conducting…

Suggests that special interest groups have disrupted efforts to implement curriculum programs on human rights issues. Argues that history cannot be tailored to allow people to hide from the past. Identifies the challenges of battling those who attempt to revise history and of approaching teaching about the Holocaust. Recommends extensive teacher…

Discusses a curriculum on the Holocaust and genocide. Expresses the belief that Martin Luther King, Jr.'s dream of human equality can be a world dream. Argues that the curriculum is not a "Jewish" one, because it addresses examples of genocide from many cultures, and its authors are educators of various faiths. (SG)

Discusses the objectives of secondary school history instruction in Lithuania. Presents a comprehensive topic syllabus of world and Lithuanian history as currently taught in all Lithuanian schools. Includes selected titles from the 390 lessons allotted to the topics. (CFR)

This document contains a set of curriculum standards to guide social studies curricula, teaching, learning tasks, and assessment. These social studies standards are organized to incorporate learning experiences from many disciplines. This book presenting the social studies standards is designed to serve three purposes: (1) to serve as a framework…

Questions whether current social studies curriculum units and learning activities contribute to the goals of citizenship education. Contends that student attitudes about citizenship are seldom affected by typical social studies instruction. Asserts that teachers must understand and accept larger educational goals and develop classroom activities…

Provides an overview of the National Commission on Social Studies in the Schools' publication, "Charting a Course: Social Studies for the 21st Century." Reprints the report's curriculum characteristics and goals segments, which briefly outlines content placement. Presents conflicting conceptions of social studies education and questions…

Discusses objectives of "Canada in a North American Perspective," a controversial postsecondary course taught as an Ontario Academic Credit course. Argues examination of Canada's perspective and history as a North American nation can benefit from comparison to the United States. Suggests this continentalist approach need not diminish…

Argues that dispute between history and social studies in the curriculum is not recent but goes back 75 years. Asserts the term "social studies" is not a separate discipline but simply an umbrella term to describe the broad field of social subjects offered in the school curriculum. Calls for an end to the dispute between history and…

How do you get a fourth-grader excited about history? How do you even begin to persuade high school students that mathematical functions are relevant to their everyday lives? In this volume, practical questions that confront every classroom teacher are addressed using the latest exciting research on cognition, teaching, and learning. How Students…

Provides background to the National Commission on Social Studies in the Schools and its report: "Charting a Course: Social Studies for the 21st Century." Stresses that the commission represents a broad coalition from the social studies and history communities desiring curricular clarification and improved practice. Surveys the…

Presents abstracts of 10 documents, selected and reviewed from the Educational Resources Information Center (ERIC) that deal with the debate over how to teach history. Includes information for accessing or ordering documents. (NL)

Describes feminist activism in a California high school that led to a sexual harassment policy. Discusses the role of the teacher, the legacy of previous feminist activity in the school, and the issue of men's studies. Concludes that both women's studies and men's studies class are steps toward dignity through diversity. (CFR)

This document contains a reprint of the 1916 "The Social Studies in Secondary Education: A Six-Year Program Adapted Both to the 6-3-3 and the 8-4 Plans of Organization and Report of the Committee on Social Studies of the Commission on the Reorganization of Secondary Education of the National Education Association" widely believed to be the most…

This guide is intended to assist California educators responsible for implementing the state's K-8 history-social science curriculum and provide practical ideas for bringing this curriculum into alignment with the History-Social Science Framework for California Public Schools, Kindergarten through Grade Twelve. The guide puts forth 10 principles…